International Journal of Trend in Scientific Research and Development (IJTSRD)
Volume 4 Issue 2, February 2020 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470
Organizational Justice and Academic Staff Performance
among Public and Private Tertiary Institutions in
South-South States of Nigeria
Musah Ishaq, Prof. Lilian O. Orogbu, Dr. Ndubuisi-Okolo Purity U.
Department of Business Administration, Faculty of Management Sciences,
Nnamdi Azikiwe University, Awka, Nigeria
How to cite this paper: Musah Ishaq |
Prof. Lilian O. Orogbu | Dr. NdubuisiOkolo Purity U. "Organizational Justice
and Academic Staff Performance among
Public and Private Tertiary Institutions in
South-South States of Nigeria" Published
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Issue-2, February
IJTSRD30205
2020, pp.1042-1055,
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ABSTRACT
The organizational conflicts among employers and employees in tertiary
institutions most especially public institutions has remained a recurring spike
in Nigeria that undermine the overall performance of lecturers and students
outcomes in the institutions. The specific objective of this research is to
investigate the extent of significant differences in organizational justice among
lecturers in public and private universities in relation to academic staff
commitment in tertiary institutions in South-South States in Nigeria which is
also in line with the research question and hypothesis. The research adopted a
descriptive survey research design, the population of the study is 400.
Factorial analysis of variance was used to test hypothesis with the aid of
Statistical Package for Social Sciences (SPSS) version 20. Cronbach alpha was
used to test the reliability of the instrument. The findings revealed that there
is level of significant differences in interactional justice in relations to lecturer
students relationship between academic staff in public and private
universities in South-South Nigeria, in conclusion equitable distribution of
resources, fair procedures for job decisions, with appropriate allocation of
resources and fair communication of decisions will result in high academic
staff performance towards higher academic excellence. The researcher
recommends among others that management of both public and private
universities should come out with supportive policies as a way of promoting
interactional justice toward maintaining lecturer-student relationship which
can be done through integrating the philosophy of target education
programme established in 1990 by Aumua and Drake (2002).
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KEYWORDS: Organizational Justice, Interactional Justice, Academic Staff
Performance and Public and Private Tertiary Institutions
1. INRODUCTION
Teaching is a very demanding professions such that the
success of the educational institutions depends on highly
committed and dedicated Lecturers. In Nigeria, the teaching
profession is encumbered with a lot of injustices that have
the capacity of lowering the level of commitment of lecturers
towards attainting quality academic delivery. These
injustices occur in terms of distributive justice, procedural
justice, informational justice and interactional justice which
determine the extent to which academic staff perceive
organizational justice in relation to their performance in the
institutions.
However, academic staff are not satisfied with the ways
rewards are being apportioned which is not proportional to
inputs based on the principle of equity. The evaluation of
academic staff performance and reward in terms of wages,
promotions, work roles and workloads are not fairly
distributed, which invariably affects their level of affective
commitment to performance. The universities managements
do not properly apply the principles of distributive justice to
allocation of rules based on equality, equity and needs of
academic staff.
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Moreover, the procedure used to allocate rewards and
benefits to academic staff is not fair, which affects their
emotional and psychological impact on the courses they
handle. The decision criteria and control process at the
workplace are not fair, which makes it look biased,
inaccurate, lack relationship, lack representation of all
concerned and inconsistent with ethical norms and
indirectly affect the extent of input of academic staff in their
respective subject areas. It is clear that in private institutions
in Nigeria, the decision to allocate rewards and take
decisions rests solely on the owners of private institutions
without prior consultation of academic staff. Thus, the
question remains whether such experience is found in public
universities, and if found, to what degree compare with
experiences of lecturers in public universities in SouthSouth, Nigeria. Though, lack of adoption of appropriate and
generally acceptable procedures for rewards has affected the
level of cognitive, affective, behavioural reaction,
psychological wellbeing with feeling of reputation of life
satisfaction and subject knowledge among academic staff in
tertiary institutions in South-South, Nigeria.
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The evaluation of employee performance in the Nigerian
tertiary institutions especially academic staff can be assessed
in terms of the degree of commitment to academic
performance, lecturers’ degree of subject knowledge of the
courses taken, level of communication skill and lecturerstudent relationship among academic staff in the tertiary
institutions in South-South, Nigeria. These variables
determine the level of academic staff performance in relation
to organizational justice in both the private and public
tertiary institutions in Nigeria; commitment is the relative
strength of lecture’s identification with and involvement in a
particular institution. Academic staff level of commitment
has three components, namely: a lecturer’s belief in and
acceptance of institution’s goals and values; his/her
willingness to work towards accomplishing the institution’s
goals; his/her strong desire to continue as institution’s
member.
Also, lecturer’s subject knowledge (competence) remains
one of the major determinants of students’ academic
achievements. Teaching is a collaborative process which
encompasses interaction by both learners and the lecturer.
Lecturer subject knowledge in teaching process is a
multidimensional concept that measures numerous
interrelated aspects of sharing knowledge with learners
which include communication skills, subject matter
expertise, lecturer attendance, teaching skills and lecturer
attitude which revolve around the extent academic staff
perceive organizational justice in the institutions. As
lecturers spend an incredible amount of time with their
students over the course of the year, it is the responsibility of
lecturers to foster an inclination for learning and this can be
done when they perceive procedural justice in relation to
their input as obtainable in other tertiary institutions in
Nigeria. Studies have revealed that the relationship between
lecturers and students is an important predictor of academic
engagement and achievement. In fact, the most powerful
weapon lecturers have when trying to foster a favorable
learning climate is positive relationships with their students.
Students who perceive their teachers as more supportive
have better achievement outcomes (Boynton & Boynton,
2005). Additionally, the learning environment plays a
significant role in maintaining student interest and
engagement. When students feel a sense of control and
security in the classroom, they are more engaged because
they approach learning with enthusiasm. Students become
active participants in their own education (Skinner & Green,
2008). Therefore, the first step to helping a student become
more motivated and engaged, and thus academically
successful, is building and maintaining positive lecturerstudent relationships which can justify a perception of
procedural justice(Maulana, Opdenakker, Stroet, & Bosker,
2013). The general objective of the study is to determine the
extent of significant difference in organisational justice in
relation to academic staff performance between public and
private universities in South-South Nigeria.
In the light of above scenario, and in order to fill the gap the
study intends to compare the extent of Significant difference
in organizational justice among lecturers in public and
private universities in relation to academic staff
performance in tertiary institutions in South-South states
Nigeria.
Objective of the Study
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The general objective of the study is to determine the extent
of significant difference in organisational justice in relation
to academic staff performance between public and private
universities in South-South Nigeria. The specific objective is:
A. To investigate if there is variation in interactional justice
in relation to lecturer’s-students’ relationship between
academic staff in public and private universities in
South-South Nigeria.
2. Review of Related Literature
2.1. Interactional Justice
The third demission of organizational justice is interactional
justice. (Bies & Moag, 2008).Interactional justice exist when
decision makers treat people with respect and sensitivity
and explain the rationale for decisions thoroughly.
Therefore, interactional justice is the treatment that an
individual or employee receives as decision made (Colquitt,
2001).
It concerns the fairness of the interpersonal treatment
individuals are given during the implementation of
procedures. Cropanzano, Prehar and Chen (2007) simply
refer to interactional justice as “usually operationalized as
one-to-one transactions between individuals”. According to
Bies (2008), interactional justice focuses on employees'
perceptions of the interpersonal behaviour exercised during
the representation of decisions and procedures.
Interactional justice is related to the quality of relationships
between individuals within organizations (Folger &
Cropanzano, 2008). Although some scholars view
interactional justice as a single construct, others have
proposed two dimensions of interactional justice (Bies,
2008; Lind & Tyler, 2008). The two dimensions of
interactional justice proposed are interpersonal and
informational justice. These two dimensions of interactional
justice are related to each other. However, research
recommends that both concepts should be looked at
differently since they have differential consequence on
justice perceptions (Colquitt, 2001 ;).
In some respects, interactional justice falls under the
umbrella term of procedural justice, but is significant enough
to be considered in its own right. It refers to the quality of
the interpersonal treatment received by those working in
organization, particularly as part of formal decision making
procedures. Bies and moag (2008) identify some key aspects
of interactional justice, which can enhance people’s
perceptions of fair treatment,as follows:
Truthfulness: Information that is given must be
realistic and accurate, and presented in an open and
forthright manner.
Respect: Employees should be treated with dignity,
with no recourse to insults or discourteous behaviour.
Propriety: Questions and statements should never be
‘improper’ or involve prejudicial elements such as
racism or sexism.
Justification: When a perceived injustice has occurred,
giving a ‘social account’ such as an explanation or
apology can reduce or eliminate the sense of anger
generated.
Authority: Perceptions about a manager’s authority can
affect procedural justice judgement. Three aspects of
authority having a bearing on this judgement are trust,
neutrality and standing (Lind and Tyler, 2008).
Managers will be considered trustworthy if their
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intentions are clear and fair and their behaviour
congruent with these intentions. Neutrality refers to the
use of facts to make an unbiased decision, while
standing implies a recognition accorded to managers
who treat others with dignity, politeness and respect for
their rights.
Figure 1: Organizational Justice Relationship with
Academic Staff Performance
Source: Cropanzano, R., Bowen, D. E. & Gilliland, S. W.
(2007). The Management of Organisational Justice.
Academy of Management Perspectives, 21, 34-48.
2.1.1. Academic Staff (Employee) Performance
Performance has been the most vital issue for every
organization, either profit or non-profit organisation. It is
expedient for mangers to know the factors that affect the
performance. However, it is quite difficult in actual sense to
measure performance, but in this context, performance is
taken to be the productivity that is, the relationship between
input and output (Ebhote, 2015).
Performance is defined as a degree of viability of achieving
predetermined Organizational objective (Chan & Baum,
2007). For instance, employee performance says a college
professor is evaluated on three functions: teaching, research
and community service. Therefore, the job outcome of a
Professor is a measure of his/her performance in a job.
Generally speaking, employees performance on the job is
equal to the sum of performance recorded on the major job
functions or activities (Bernardin, 2010). According to Chan
and Quarles (2012), performance encompasses both
quantitative and qualitative measurement of efforts and is
used to achieve the aim of an organization. Performance
encompasses processes such as; goal setting, measurement,
assessment, feedback, rewarding for excellent results, use of
corrective measures in situation of bad result (Kaplan, 2001;
Chang, 2006). Lawrie and Gobbold (2004) stated that
performance is an important guidance in respect to the
expectations of the employees and goals of the organization
in general. According to the authors, this guidance is used by
both public and private sector organizations to maintain
their competitiveness with respect to other firms. Aim of
performance measurement is focused on: increasing
employees job satisfaction, motivation, providing on time
and quick feedback, providing fairness in the structure of the
organization, providing equal employee opportunities, and
helping them improve themselves (Griffith, 2003).
Employee is a person who is hired for a wage, salary, fee or
payment to perform work for an employer (Balyan, 2012).
Both private and public sector organizations are established
to achieve corporate goals using resources such as men,
machines, materials and money. All these resources are
important, but most important among them are the
employees.
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Nowadays, majority of firms are competing favorably with
one another in business environment to maintain large
market shares and firms who valued their employees always
take the lead in its market. The role of employees on the job
is vital for the growth of any organization. The performance
of employees on different jobs through mutual effort is
needed for the success of any unit/department. The nature
of relationships that employees have with their supervisors
or co-workers in the organization affects their commitment
towards work and organizational performance either
positively or negatively. Employees commitment towards
work and organizational performance affects negatively
management policy in deciding work assignments and
opportunities in the workplace without fairness among
employees (Griffeth & Gaertner, 2000; Ellen et al. 2001).
When some employees perceive that their boss uses
favoritism to please one party against the other in the
workplace, their morale towards work will be relatively low.
The top manager is the most important as the enabler of the
employee commitment to jobs and to the organization
(Corporate Leadership Council, 2004).
In spite of this, Levin and Rosse (2001) wrote that
developing an effective working relationship with employees
is considered one of the most effective ways that managers
can retain employees in the organization, and use of nonmonetary recognition in form of acknowledgment from coworkers and managers is very important.
According to Daniel (2010), employee performance can be
defined in terms of whether employees’ behaviors
contribute to organizational goals. Performance can be seen
as an individual, group, or organizational task performance.
However, an employees job consists of a number of
interrelated tasks, duties, and responsibilities which a job
holder needs to carry out, whereas performance is a
behavior or action that is relevant for the organization’s
goals and that can be measured in terms of the level of
proficiency or contribution to goals that is represented by a
particular or set of actions (Campbell, 2007). Employee
performance is normally looked at in terms of outcomes.
2.1.2. Lecturer-student Relationship
Many researchers assume lecturer–student relationships to
be determinants of students’ academic outcomes and, so,
measure the effects of these relationships on different
academic parameters. For instance, Hamre and Pianta
(2001) found evidences of lecturer–student relationship
conflict evaluated in the first grade on achievement seven
years later, controlling for relevant baseline child
characteristics. Connell and Wellborn (1991), Deci and Ryan
(2000), in their investigation found that the role of relations
with lecturers in students’ academic attainment variables
emanates extensively from the Self-Determination Theory
(SDT). This theory is used as a theoretical framework that
links teacher–student interactions with students’
engagement and, consequently, their achievement. Of special
importance for the purpose of this study is a mini-theory
within SDT called Basic Needs Theory (Rani, Garg, & Rastogi
2012) that assumes three basic psychological needs:
competence, autonomy and relatedness. The social context
can either support or thwart these needs, thereby positively
or negatively affecting students’ engagement. Based on this
theory, teachers’ participation is important for satisfying the
need for relatedness between organizational justice and
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academic staff performance. This mean to the degree of
quality interpersonal relations with students and is
manifested through teachers having time for students, being
flexible to their needs and expressing positive feelings
toward them through perception of organizational justice.
Many researchers found that lecturers’ interpersonal
relationship with management and students seems to be the
strongest predictor of lecturers’ academic achievement
among all of the other presumably important dimensions of
lecturer’ behavior, attitude and action in perception of
organizational justice; the students of highly involved
lecturer perceive their teachers not only as involved but also
as giving more structure and support to students’ autonomy,
independently of the lecturer actual behavior in these two
dimensions (Furrer and Skinner 2003; Skinner and Belmont
1993). Meanwhile, the meta-analysis from Stroet,
Opdenakker and Minnaert (2013) actually support that
interactional justice positively relate to lecturer-student
relationship since students also assess organizational justice
through their lecturer’s interaction on daily academic
activities. Based on a systematic review of the evidence on
the effects of need supportive teaching on early adolescents’
academic motivation and engagement, the researchers
affirmed that, although results revealed positive relations of
each of the three dimensions of need supportive teaching
with students’ motivation and engagement, there search on
their unique importance is scarce and needs further
investigation.
Moreover, the relationship between students’ need for
relatedness and their academic outcomes is clearly
documented. The sense of relatedness tapped by the
measures of school climate and the quality of teacher–
student relations, as well as the feelings of belonging,
acceptance, importance, and interpersonal support, are
related to important academic outcomes, including positive
effect (Skinner and Belmont, 1993), effort and self-efficacy
(Sakiz et al., 2012), engagement (Furrer and Skinner, 2003;
Skinner and Belmont, 1993;Wu et al,. 2010),self-reported
academic initiative (Danielsen et al., 2010), interest in school
(Wentzel, 1998), self-regulated learning (Rani,Garg &
Rastogi2012), and grades (Furrer and Skinner, 2003;
Niehaus et al. 2012; Wuetal,.2010).Studies on effect of
academic achievement on lecturer–student relationship that
investigated the relation between lecturer–student
relationships and academic achievement usually test for the
reciprocal effect of achievement on lecturer–student
relationships. They found that a positive significant
relationship exists between teacher-student relationship
with interactional justice in the institution due to closeness
and exchange of ideas and knowledge the students derive
from their lecturers. However, some studies investigated the
role of students’ characteristics (including academic
achievement) in the formation of lecturers’ preference for
students. Lecturers prefer an institution where aspects of
organizational justice are implemented to the letter which
influence their intimate relationship with the students.
Lecturer acceptance or preference is defined as the extent to
which a lecturer likes a specific student (Mercer and
DeRosier, 2010) and is usually expressed in lecturers’
differential interactions with students, although lecturers
may not be aware of this unequal treatment. This reasoning
assumes a directionality of influence that is opposite to the
one mentioned as students’ achievement is considered as
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predictor and lecturers’ perception is considered as
outcome.
This dependent variable (lecturer-student relationship) has
received some empirical support such as students’ academic
achievement which was found to contribute to lecturers’
perceptions of their students (Aluja-Fabregat, BallesteAlmacellas and Torrubia-Beltri, 1999) and lecturers prefer
students with higher achievements ( Davis, 2006; Kuklinski
and Weinstein, 2001).
The question of directionality of influence of lecturerstudent relationship in terms of lecturers’ expectations and
students’ achievement was addressed in the study of Crano
and Mellon (1978).
The findings suggest that lecturers’ expectations cause
students’ academic achievement positively where they
perceive higher level of full implementation of
organizational justice. This invariably is the mediating role of
student perceptions and assessment of lecturers by students.
The relation between lecturers’ acceptance expressed in
teachers’ differential behavior which is characterized by
interactional justice toward students and their academic
outcomes can operate directly without involving students’
interpretative processes. However, the contributions of
teachers’ perceptions to changes in students’ academic
outcomes are probably mediated through students’
perceptions of their lecturers’ support (Kuklinski and
Weinstein 2001; Skinner et al. 2008). This mediation
depends on two conditions: (1) the differences in lecturer
acceptance of students are expressed in the degree of
lecturers’ supportive behavior and (2) students have the
capacity to perceive the expressed level of teacher support.
With regard to the first condition, Babad (1993) reported a
discrepancy in students’ and lecturers’ perception of
lecturers’ emotional support for students regarding their
achievement: students perceived that the high achievers
receive more emotional support from their lecturers which
is an indication of fairly interactional justice perceived by
lecturers whereas lecturers reported being more supportive
toward low achievers. Although both perspectives can be
regarded as valid, this result could also imply the possibility
that lecturers are unaware of their differential behavior.
Also, Kuklinski and Weinstein (2001) reported that lecturers
differ in their propensities to treat high and low achievers
differently: in some classrooms, lecturers’ differential
behavior is more salient than in others. The second
condition, i.e. students’ capacity to perceive lecturers’
differential treatment, depends on students’ developmental
level. In SDT, the measures of self are predicted to be
mediators between lecturers behavior and students’
academic behavior and outcomes, thus assuming that it is
not lecturers’ behaviour per say that influences students’
motivation, but rather, how they perceive this behavior.
Results of a recent meta-analysis by Stroet et al. (2013)
indicated that students’ perceptions of need supportive
teaching are generally positively related to their motivation
and engagement. However, in the small body of studies that
used observations or lecturer perceptions as a measure of
need supportive teaching, much smaller associations or even
no associations were found. This finding reveals that student
perceptions of their relationship with their lecturer have a
larger impact on motivation and engagement than the actual
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lecturers’ behavior. Lecturer–student relationship and its
relation to academic achievement in different grade levels.
The nature of the lecturer–student relationship and its
meaning for students change over the school years. In
transition to adolescence, there is a shift in students’
orientation from relations with lecturers to increased peer
orientation. Studies mostly report a decrease in the quality
of lecturer–student relationships (Chang et al. 2004; Moritz
Rudasill et al. 2010; O’Connor 2010) which may be
attributed in part to changes in school context (more
students in the class, higher school demands, and fewer
opportunities for individual contact with lecturers) and
partly to an increase in students’ need for autonomy (Chang
et al. 2004). But despite this decrease, students’ relations
with lecturers remain positively related to students’
academic outcomes (Danielsen et al. 2010; Davidson et al.
2010; Niehaus et al. 2012).
Another aspect of age dependency in lecturer–student
relationships is the development of students’ capacity to
perceive the differential lecturer behavior toward different
students.
Developmental changes in students’ social cognition also
imply an increased capacity to perceive the differential
lecturers treatment (Wentzel. 1998), thus assuming a
moderating effect of students’ age on the links between
lecturer acceptance, student-perceived lecturer support, and
achievement. However, research has mostly been focused on
students at a single age, ignoring the age-related differences
in the magnitude of the relation between lecturer
perceptions and achievement.
In tertiary institutions as it relates to organizational justice
and academic staff performance as baseline of interest, the
majority of studies mentioned implied that the lecturer–
student relationship was assumed to be a predictor and
academic variables were seen as an outcome, that academic
performance of students is influenced by relations with
lecturers. In this study, three alternative explanations of the
relation between lecturer–student relationships are
explained in three forms (1) lecturer acceptance of students
influences students’ academic outcomes which is determined
by the students’ perceived personal support from their
teachers. Mercer and DeRosier (2010) reported lecturer
acceptance to be a predictor of students’ perceptions of
lecturer-student relationship quality. Students’ ability to
recognize the quality of lecturers’ treatment is predicted to
be crucial for the differences in students’ academic
achievement. (2) Lecturer acceptance of students mostly
reflects actual student performance, which implies the
opposite causal direction, namely, the influence of students’
academic performance on lecturers’ acceptance. Research
shows that students with higher academic motivation,
achievement, and self-regulation and stronger identity as
student form better relations with their lecturers (Babad
1993; Davis 2006; Wentzel and Asher 1995). Thus, it is
possible that lecturers just prefer students who are easier to
work with and more rewarding for their effort. (3) The third
possible explanation is the reciprocal model which assumes
that, independently of the initial direction of causality, the
relation between lecturer acceptance and students’ academic
outcomes becomes reciprocal, i.e. lecturers form more
positive relations with students that achieve better, which
influences students’ perceived support from their teacher,
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and this positive relation reinforces students’ academic
performance. This is the relation that Skinner et al. (2008)
described as “dynamics”: the internal and external causal
feedback loops that serve to promote or undermine the
quality of children’s performance in school over time.
Students who are engaged and perform better receive more
lecturer involvement than disaffected students, where
lecturers increasingly withdraw their support and/or
become more controlling in time. In that way, the initial
dynamics are amplified (Hughes et al. 2008; Skinner and
Belmont 1993). With regard to developmental changes in the
lecturer–student relationship (e.g., Chang et al,2004;
MoritzRudasilletal.2010), it is clear that organizational
justice in terms of interactional justice influences the degree
of lecturer-student relationship in the institution which
directly increases students’ commitment and academic
performance.
2.1.3.
Relationship between Interactional Justice and
Lecturer-student Relationship
Interactional justice involves considering interpersonal
communication that links with procedures as fair.
Interactional justice is a concept that concerns perceptions
of employees about the treatment they have received during
the application of organizational policies. According to
Folger and Bies (1989), indicators of the existence of
interactive justice are demonstrating due respect to
employees, introducing consistent criteria, giving feedback
on time and behaving appropriately and sincerely. Findings
from the study conducted by Wasti (2001), the perception of
positive interactive justice increases the positive teacherstudent relationship that lecturers feel towards their
institutions. With regards to interactive justice, Ajala (2000)
asserted that the way a person perceives his surroundings
influences that a person actually behaves and relates with
people in that environment. In fact, a sense of interactive
justice in the school workplace is dependent upon
administrative behaviours such as equity, sensitivity to the
plight of lecturers, respect, honesty and ethical interactions
(Hoy & Miskel, 2005). Fox (2008), in his study, found that a
positive interactive justice makes the school a good place to
be, a satisfying and meaningful situation in which lecturers
spend a substantial portion of their time relating and
discussing academic issues with their students. This implies
that lecturers from universities with better environment
characterized with interactional justice, do better in research
work, enjoy welfare scheme, have access to better teaching
facilities, perform better and feel fulfilled than those with
perceived negative interactive justice. Student perception
plays an important role in incentive. In fact, research
suggests that the most powerful predictor of a student
motivation is the student’s perception of control. Perceived
control is the belief that one can determine one’s behavior,
influence one’s environment, and bring about desired
outcomes. Because students already have a history of
experiences with whether lecturers are attuned to their
needs, lecturers build on these experiences (Skinner &
Greene, 2008). Therefore, a student’s perception of the
teacher’s behavior impacts the relationship. Students who
feel their teacher is not supportive and interactive towards
them as a result of unfair treatment by management have
less interest in learning and are less engaged in the
classroom (Rimm-Kaufman and Sandilos, 2012). Students
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read and perceive facial expression of their lecturer as they
meet and interact daily in the classroom.
Employees seek justice when communicating with their
managers and other relevant authorities in the organization.
Interactional justice, based on peer to peer relationships, is
the perception of justice among employees that is concerned
with informing employees of the subjects of organizational
decisions, as well as about attitudes and behaviors to which
employees are exposed during the application of
organizational decisions (Cohen-Charash and Spector, 2009;
Liao and Tai, 2008). In other words, it expresses the quality
of attitude and behaviors to which employees are exposed
during the practice of (distributive and procedural)
operations by managers (Greenberg, 2008; Liao and Tai,
2008). It is stated that interactional justice is composed of
two sub-dimensions: interpersonal justice and informational
justice (Cropanzano, 2007). Interpersonal justice points at
the importance of kindness, respect and esteem in
interpersonal relations, particularly in the relationships
between employees and managers. Informational justice, on
the other hand, is about informing employees properly and
correctly in matters of organizational decision making.
According to Cojuharenco and Patient (2013), employees
focus on job results when they consider justice in the
workplace, and they are likely to focus on the methods of
communication and reciprocal relationships within the
organization when they consider injustice. If the interactions
of managers or manager representatives with employees
occur in a just way, employees will respond with higher job
performance (Settoon, 2008; Masterson, 2010; Cropanzano,
2007). Interactional justice can lead to strong interpersonal
interactions and communication over time (Lerner, 2008;
Cropanzano, 2007). According to social exchange theory, the
positive or negative effect of employee-administration
relationships on job performance stems from interactional
justice (Cohen-Charash and Spector, 2009; Settoon, 2008;
Wayne, 2010; Cropanzano 2007). According to this theory, if
employees are satisfied with their relationships with the
administration, apart from their formalized roles, they will
volunteer to acquire additional roles, which will increase
their contextual performance.
Interactional justice is a concept that emphasizes the quality
of the relationships among employees in an organization.
Interactional justice involves such behaviors as valuing
employees, being respectful, and announcing a decision
considered as a social value to employees (İçerli, 2010).
Interactional justice claims that individuals are not only
interested in the fairness of the process in assessing justice,
but they are also interested in the behavior of the people
authorized to manage this process (Çakmak, 2005). From
this perspective, interactive justice is defined as the
perceived justice of interpersonal behaviors during the
application of processes (Cohen-Charash & Spector, 2009).
The classification of organizational justice by Donovan et al.
(1998) approached it in two dimensions which are:
Interpersonal justice and Informational justice. The
relationship of employees to managers is inter-employee
relationships. This may also be considered within
interactional justice as the items included in this scale
overlap with the characteristics of interactional justice.
2.2. Theoretical Framework
2.2.1. Leader-Member Exchange (LMX)
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This study is anchored on leader-member exchange theory
which describes organizational settings, aspects of the
exchange relationship between a supervisor and a
subordinate are considered to be fundamental to
understanding employee attitudes and behavior ( Napier &
Ferris, 1993). Traditional leadership theories seek to explain
leadership as a function of the personal characteristics of the
leader, the features of the situation, or an interaction
between the leader and the group (Gerstner & Day, 1997).
These theories have failed to recognize that the relationship
between a leader and a subordinate may have an impact
upon the attitudes and behavior of the subordinate.
Dansereau, Graen, and Haga (1975) proposed that leadermember relationships are heterogeneous, that is, that the
relationship between a leader and a member contained
within a work unit are different, and that each leadermember relationship is a unique interpersonal relationship
within an organizational structure. They coined the term
vertical dyad linkage (VDL) to describe the dyadic
relationship between a leader and a subordinate. VDL theory
focuses on reciprocal influence processes within dyads.
Graen(1976) also argued that research should focus on the
behavior of the leader and the subordinate within the
supervisor-subordinate dyad, rather than the supervisor and
his other workgroup. Graen (1976) developed the
theoretical base of the leader-member exchange model of
leadership by building on role theory.
The theoretical basis of leader-member exchange theory is
the concept of a developed or negotiated role. Dansereau,
Graen, and Haga (1975), and Graen and Ferris (1993)
initially conceptualized and tested the negotiating latitude
construct in an investigation designed to study the
assimilation of administrators into an organization.
Negotiating latitude was defined as the extent to which a
leader allows a member to identify his or her role
development. This negotiating latitude was hypothesized as
being central to the evolution of the quality of the leadermember exchange (Dansereau, Graen, and Haga, 1975).
Leader-member exchange theory is a subset of social
exchange theory, and describes how leaders develop
different exchange relationships over time with various
subordinates of the same group (Dansereau, Graen, & Haga,
1975; Graen & Ferris, 1993). Thus, leader-member exchange
refers to the exchanges between a subordinate and his or her
leader. The leader-member exchange model provides an
alternative approach to understanding the supervisorsubordinate relationship. The leader-member exchange
model is based on the concept that role development will
naturally result in differentiated role definitions and in
varied leader-member exchanges. During initial interactions,
supervisors and their subordinates engage in a role-making
process, whereby the supervisor delegates the resources and
responsibilities necessary to complete a task or duty.
Subordinates who perform well on their task or duty will be
perceived as more reliable by supervisors and, in turn, will
be asked to perform more demanding roles (Dienesch &
Linden, 1986). Leaders usually establish a special exchange
relationship with a small number of trusted subordinates
who function as assistants, lieutenants, or advisors. The
exchange relationship established with remaining
subordinates is substantially different (Yukl, 1994).
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Much of the research on leader-member exchange divides
the subordinate's roles and the quality of the leader-member
exchange into two basic categories based on the leaders' and
members' perceptions of the negotiating latitude: the ingroup and the out-group (Dansereau, Graen & Haga, 1975;
Graen, Napier & Ferris, 1993; Linden & Graen, 1980;
Scandura & Graen, 1984; Vecchio, 1982). In-group or highquality leader-member exchange is associated with high
trust, interaction, support, and formal/informal rewards. Ingroup members are given more information by the
supervisor and report greater job latitude. These in-group
members make contributions that go beyond their formal
job duties and take on responsibility for the completion of
tasks that are most critical to the success of the unit (Linden
& Graen,1980). Conversely, out-group or low-quality leadermember exchange is characterized by low trust, interaction,
support, and rewards. Out-group relationships involve those
exchanges limited to the employment contract. In other
words, out-group members perform the more routine,
mundane tasks of the unit and experience a more formal
exchange with the supervisor (Linden & Graen, 1980). Graen
and Ferris (1993) and Linden and Graen (1980) provide
evidence that in-group and out-group memberships tend to
develop fairly quickly and remain stable.
Similarly, social exchange theory (Emerson, 1962)
recognizes how dyadic relations develop within a social
context. Social exchange theory describes how power and
influence among leaders and members are conditioned on
the availability of alternative exchange partners from whom
these leaders and members can obtain valued resources.
Blau (1964) also distinguished the differences between
social and economic exchange, noting that social exchange
tends to produce feelings of personal obligation, gratitude,
and trust, whereas economic exchange does not. This
distinction between social and economic exchange is
fundamental to the way in which out-group or low quality
exchanges and in-group or high quality exchanges have been
distinguished in leader-member exchange research (Linden
& Graen, 1980; Linden, Wayne, & Stilwell, 1993). Low quality
leader member relations have been characterized in terms of
economic exchanges that do not progress beyond the
employment contract, whereas high quality leader-member
relations have been characterized by social exchanges that
extend beyond the employment contract.
This relevance of the theory to the work is based on the
premise that it meditates the relationship of distributive
justice-employee performance in organization. Leadermember exchange theory and its relationship are embedded
in social exchange and, in return, it is an obligation for
subordinates that they have to reciprocate the high quality
relationship with their managers\leaders.
2.3. Empirical Review
Ogwuche and Apeiker (2016) conducted a study on influence
of interactional justice and organizational support on
organizational commitment among academic staff of Benue
State University, Makurdi, Nigeria. The aim of the study was
to examine the influence of interactional justice on
organizational support and commitment among academic
staff. The study adopted a cross sectional design. A total of
221 respondents were selected. Data were gathered through
a structured questionnaire and analyzed using regression
model. Findings revealed that organizational support has a
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significant joint influence on organizational commitment
among lecturers. A significant joint influence exists between
organizational support and interactional justice among
lecturers and interactional justice positively influence
organizational commitment. The study concluded that
organizational support and interactional justice have
significant joint influence on organizational commitment.
This implies that organizational support and interactional
justice are co-determinants of organizational commitment
among lecturers. It therefore, means that high level of
university support with a corresponding appreciable level of
interactional justice can give rise to high organizational
commitment among lecturers, whereas, low level of
organizational support coupled with insignificant level of
interactional justice may lead to decline in level of
commitment among lecturers. The study recommended that
management of Nigerian universities should come out with
supportive policies as a way of motivating lecturers to be
committed to their academic work.
A study on organizational justice and job performance of
lecturers in federal universities in South South Zone of
Nigeria was conducted by Efanga, Aniedi and Identa (2015).
The objective of the study was to determine the relationship
between organizational justice and lecturers’ participation in
co-curricular activities, involvement in community service
and lecturers’ teaching behavior in the selected universities
in South South, Nigeria. The study adopted a descriptive
survey design. A sample size of 529 lecturers was selected
from a total population of 5664 lecturers as at 2013/2014
session. Data were gathered from questionnaire
administered and thus analyzed using simple regression
model. The results revealed that there is a significant and
positive relationship between organizational justice and
lecturers’ participation in co-curricular activities in the
selected universities in the South South zone of Nigeria. Also,
a significant relationship exist between organizational
justice and lecturers’ involvement in community service in
the selected universities in the South South zone of Nigeria.
Finally, lecturers’ teaching behaviour is significant and
positively related with organizational justice among
lecturers in the selected universities in the South South zone
of Nigeria. The study concluded that lecturers’ participation
in co-curricular activities, lecturers’ involvement in
community service and lecturers’ teaching behavior are
determinants of lecturers’ job performance which is
influenced by the degree of implementation of organizational
justice in the institutions. The study recommended that
university management should implement equitable reward
system in the universities in order to improve lecturers’
morale and productivity.
Usikalu, Ogunleye and Effiong (2015) conducted a study on
organizational justice, job satisfaction and employee
performance among Teachers in Ekiti State, Nigeria. The
study focused on examining the influence of the dimensions
of organizational justice on job satisfaction and job
performance among teachers in Ekiti State. The descriptive
survey design was employed and data were collected
through questionnaire. Two hundred and fifty eight (258)
teachers randomly drawn from Ekiti State public schools
participated in the study. Four hypotheses were tested using
the independent t-test and the two way Analysis of Variance.
Results showed that organizational justice significantly
influences job performance among teachers in Ekiti State.
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Also, it was revealed that job satisfaction significantly
influenced job performance among teachers. However, no
significant interaction effect of job satisfaction and
organizational justice was found on employee performance.
Result of data analyses also showed that sex has no
significant influence on employee performance among
teachers in Ekiti State. The study recommended that
teachers should be given responsibilities and authority with
less supervision to boost their sense of belongingness,
respect and commitment which sustains justice in
organizations and enhance performance.
Baghini, Pourkiani, and Abbasi (2014) conducted a study on
the relationship between organizational justice and
Productive behaviour of staff in Refaah bank branches in
Kerman City. To analyze the collected data, the descriptive
statistics and Pearson’s correlational test were used. Results
show that there is a significant relationship between
components of organizational justice and productive
behavior of staff in Refaah bank branches in Kerman City.
Ajmi (1998) investigated the analysis of the relationship
between organizational loyalty and workers’ feelings with
organizational justice in banking sector in India. The
objective of the study was to examine the relationship
between organizational loyalty and employees’ perception of
procedural justice and distributive justice in banking sector
in India. The study employed survey research design with a
sample of 117 employees selected from 24 banks in India.
The data were collected through questionnaire and
Correlation and regression were used for the analysis. The
study found that there is a low feeling with procedural
justice, all the workers have a feeling of inequity in the
application of laws and administrative decisions, as well as
the low feeling in distributive justice which do not relate
with organizational loyalty. The study recommended that
managers should apply laws and administrative decisions as
they relate to organizational justice to avoid the feeling of
inequity among employees in the same job cadre in order to
enhance organizational loyalty in the banking sector.
3. Methods
This study employed survey research design to collect
primary data through administration of instrument of
questionnaires to respondents drawn from selected
universities from south-south of Nigeria. Information was
gathered from a cross-section of 400 respondents from
fourteen universities which comprised seven each of public
and private in the region. Data were analysed using factorial
analysis of variance technique with the aid of statistical
package for social sciences (SPSS) version 20 to determine
the relationship between distributive justice and academic
staff performance among the universities in the south-south
of Nigeria.
4. Data Presentation and Analysis
Descriptive statistics such as frequencies and percentages will be used in answering the research question. This hypothesis is
tested using the factorial analysis of variance to find the level of differences between interactional justice and academic staff
performance among the universities in the south-south of Nigeria. All the 400 copies of questionnaire distributed were
properly completed and returned. Thus, the return rate is 100%. Therefore 400 respondents that participated in the study
were used in the analyses.
Table 1: Respondent Biodata
Responses Response rate Frequency
Male
289
Female
111
Total
400
Age
26-35yrs
97
36-45yrs
110
46-55yrs
87
Above 55yrs
106
Marital Status
Single
45
Married
330
Divorced
25
Total
400
Educational Qualification
B.Sc/HND
10
MBA/M.Sc
40
Ph.D
310
Total
400
Working Experience
Below 1yr
11
2-6yrs
107
7-11yrs
96
12-16yrs
95
Above 16yrs
91
Total
400
Source: Field Survey, (2020).
Category
Gender
Percentage
72.3
27.7
100
24.3
27.5
21.7
26.5
11.3
82.5
6.3
100
2.5
10.0
77.5
100
2.7
26.7
24.0
23.7
22.7
100
In all, respondents from government institutions accounted for 54.3% of the entire respondents.
Table 1 presents a summary of the responses on the distribution of respondents into their various categories of gender, age
bracket, marital status, educational qualification and working experience,.
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Gender Distribution: Table 1 indicates that 289 respondents (72.3%) are males, while 111 respondents (27.7%) are females.
This indicates that there are more male lecturers in the selected tertiary institutions examined than there are female lecturers.
Age Bracket Distribution: Table 1 indicates that 97 respondents (24.3%) are within the age bracket of 26-35 years of age;110
respondents (27.5%) are within the age bracket of 36-45 years of age, 87 respondents (21.7%) fall within the age bracket of
46-55 years, the remaining 106 respondents (26.5%) is above 55 years of age. This indicates that greater portion of academic
staff is within the age bracket of 36-45 years.
Marital Status Distribution: Table 1 indicates that 45 respondents (11.3%) are singles, 330 respondents (82.5%) are married
while 25 respondents (6.3%) are divorced. This implies that there are more married academic staff than there are academic
staff that are still single and divorcees.
Educational Qualification: Table 1 shows that the number of respondents with B.Sc/HND is 10 constituting 2.5%, MBA/M.Sc
is 40 (10.0%). PhD has 310 (77.5%). From the Table, the respondents that has PhD has the highest percentage. It is
understandable because of the necessity of PhD in the University teaching profession.
Working Experience: Table 1 shows the number of years that the respondents have put in the industry. Experience is
important to the study because people that are new in the industry may likely not provide the right answers to questions posed
in the questionnaire. The Table shows that respondents that have spent between 7-11 years in the industry are highest in
number with 96 respondents constituting 24.0% of the entire respondents followed by people that have spent between 2-6
years 107 (26.7%). Respondents that have spent below 1 year are 11(1.8%), respondents that have spent between 12-16 years
are 95, constituting 23.7%, while those that have spent above 16 years are 91 (22.7%). The Table shows that most of the
respondents have spent reasonable number of years in the Universities to adequately evaluate and appropriately rate their
experiences in the Universities.
Scale Items
When decisions are made
about my job, the head always
considers my interest
When decisions are made
about my job, the head
considers my personal needs
with the greatest care.
My head explains clearly any
decisions if it is related to my
job.
I receive cordial working
relationship from my HOD and
colleagues
I can confidently say that my
institution keeps my interest in
mind when making decisions.
Valid N (listwise)
Table 2: Interactional Justice Descriptive Statistics
Federal
State
Std.
Std.
N
Mean
N Mean
Deviation
Deviation
Private
N
Mean
Std.
Deviation
263
3.83
1.06
76
3.72
1.09
285
3.64
1.10
263
3.77
1.09
76
3.71
1.11
285
3.72
1.12
263
3.83
1.10
76
3.80
1.05
285
3.62
1.11
263
3.82
1.08
76
3.76
1.07
285
3.69
1.13
263
3.84
1.11
76
3.64
1.03
285
3.66
1.11
263
76
Source: Field computation, (2020).
285
Table 2 shows the mean and standard deviation responses on the difference level of application of interactional justice applied
by management in dealing with academic staff. On the issue of whether academic staff believe that when decisions are made
about my job, the head always considers their interest, the federal university has a mean score of 3.83 while the standard
deviation is 1.06; states university has a mean score of 3.72 and standard deviation is 1.09 while the private university has a
mean score of 3.64 and standard deviation of 1.10 which is accepted. Also the idea whether the academic staff in their
respective Universities believe that when decisions are made about their jobs, the heads consider their personal needs with the
greatest care the federal university has a mean score of 3.77 and the standard deviation of 1.09; states university has a mean
score of 3.71 and standard deviation is 1.11 while the private university has a mean score of 3.72 and standard deviation of
1.12 which is accepted. On the assertation whether the academic staff feel that their heads explain clearly any decisions if it is
related to their jobs, the federal university has a mean score of 3.83 and the standard deviation of 1.10; states university has a
mean score of 3.80 and standard deviation is 1.05 while the private university has a mean score of 3.62 and standard deviation
of 1.11 which is accepted. On the idea to ascertain whether academic staff feel that they receive cordial working relationship
from their HODs and colleagues, the federal university has a mean score of 3.82 and the standard deviation of 1.08; states
university has a mean score of 3.76 and standard deviation is 1.07 while the private university has a mean score of 3.69 and
standard deviation of 1.13 which is accepted. Finally, on the idea to ascertain whether academic staff believed that they can
confidently say that their institution keeps their interest in mind when making decisions the federal university has a mean
score of 3.84 and the standard deviation of 1.11; states university has a mean score of 3.64 and standard deviation is 1.03 while
the private university has a mean score of 3.66 and standard deviation of 1.11 which is accepted. The mean scores show that
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academic staff from both universities perceived the level of informational justice to be high in their universities, with a mean
score above 3.5 in 5 points scale.
Table 3: Lecturer Student Relationship Descriptive Statistics
Federal
State
Private
Scale Items
Std.
Std.
Std.
N
Mean
N Mean
N
Mean
Deviation
Deviation
Deviation
I feel i am close to my
263
3.69
1.07
76 3.81
1.09
285
4.10
.96
students and i can trust them
I get along with my students
263
3.70
1.09
76 3.85
1.01
285
4.12
.89
to a large extent
What i teach at school is really
263
3.60
1.13
76 3.81
1.11
285
4.14
.89
interesting to my students
I am willing to invest more
time for all the courses due to
263
3.65
1.10
76 3.85
.99
285
4.13
.95
the favourable feedback i get
from my students
I am satisfied with the
263
3.66
1.15
76 3.78
.97
285
4.19
.90
performance of my students
Valid N (listwise)
263
76
285
Source: Field Computation, (2020).
Table 3 shows the responses of that sought to assess the level of lecturer-students’ relationship in the studied Universities. On
the issue on whether academic staff feel they are close to the students and can trust them, the federal university has a mean
score of 3.69 while the standard deviation is 1.07; states university has a mean score of 3.81 and standard deviation is 1.09
while the private university has a mean score of 4.10 and standard deviation of 0.96 which is accepted. Also the idea whether
the academic staff believe that they get along with my students to a large extent, the federal university has a mean score of 3.70
and the standard deviation of 1.09; states university has a mean score of 3.85 and standard deviation is 1.01 while the private
university has a mean score of 4.12 and standard deviation of 0.89 which is accepted. On the assertation whether the academic
staff feel that what they teach at school is really interesting to their students, the federal university has a mean score of 3.60
and the standard deviation of 1.13; states university has a mean score of 3.81 and standard deviation is 1.11 while the private
university has a mean score of 4.14 and standard deviation of 0.89 which is accepted. On the idea to ascertain whether
academic staff believe that they are willing to invest more time for all the courses due to the favourable feedback they get from
the students, the federal university has a mean score of 3.65 and the standard deviation of 1.10; states university has a mean
score of 3.85 and standard deviation is 0.99 while the private university has a mean score of 4.13 and standard deviation of
0.95 which is accepted. Finally, on the idea to ascertain whether academic staff believe that they are satisfied with the
performance of their students, the federal university has a mean score of 3.66 and the standard deviation of 1.15; states
university has a mean score of 3.78 and standard deviation is 0.97 while the private university has a mean score of 4.19 and
standard deviation of 0.90 which is accepted. The mean scores show that academic staff from both universities perceived high
level of lecturer-student relationship in their universities, with a mean score above 3.5 in 5 points scale. Interestingly, private
university has the highest mean score (4.00). It therefore seems that academic staff working in private universities have more
cordial relationship with their students more than those in both Federal and State Universities.
4.1. Test of Hypothesis
Test of Hypothesis One
HO4 : There is no level of variation in interactional justice in relation to lecturers-students’ relationship between academic staff
in public and private universities in South-south Nigeria.
HA4 : There is level of variation in interactional justice in relation to lecturers-students’ relationship between academic staff in
public and private universities in South-south Nigeria.
Table 4: Tests of Difference between Interactional Justice and Lecturer-Students’ Relationships
Dependent Variable: Lectstudent Relations
Type III Sum
Mean
Partial Eta
Source
Df
F
Sig.
of Squares
Square
Squared
a
Corrected Model
137.690
33
4.172
6.062
.000
.253
Intercept
2151.350
1
2151.350
3125.503
.000
.841
Students’ Relationship
39.844
2
19.922
28.943
.000
.089
Interactional Justice
Public/Private universities
*Interactional Justice
Error
Total
Corrected Total
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4.170
11
.379
.551
.868
.010
13.258
20
.663
.963
.506
.032
406.110
9104.870
590
624
.688
543.800
623
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a. R Squared = .253 (Adjusted R Squared = .211)
a. R Squared = .253 (Adjusted R Squared = .211)
(I) Public/private
university
Federal
State
Private
(J) Public/private
university
Mean Difference (I-J)
Std. Error
Sig.
State
Private
Federal
Private
Federal
-.6203*
-.9306*
.6203*
-.3104*
.9306*
.10805
.07094
.10805
.10711
.07094
.000
.000
.000
.001
.000
State
.3104*
.10711
.001
Hypothesis four was also tested using factorial analysis of variance. The variables understudy in the universities (Federal, State
and Private) were interactional justice as the independent variable and lecturer-students’ relationships as dependent variable.
The result is presented in table 4, the model fit was established (F = 28.943, P < 0.000). The result shows a significant
association between the universities and lecturer-students’ relationship ( F = 0.551, P < 0.868). In other words, the level of
lecturers’ students’ relationship depends on whether the university is public or private. Interactional justice is significantly
associated with lecturer students’ relationships. Similarly, the interaction between university status and interactional justice
produced a significant effect on lecturers’ students’ relationship among the universities in the South South, Nigeria (F = 0.963, P
< 0.506).
The examination of partial Eta square shows that the proportion of variance due to between group are 0.089, 0.010, and 0.032
for private/public universities, interactional justice, interaction between private/public universities and interactional justice
respectively. Thus, the effect is small and corroborated by R2 (R-Square = 0.117 or 11.7%).
The evaluation of pair wise mean differences shows a significant difference mean score of lecturer students’ relationship in
public universities and private universities (Federal and private P < 0.001, State and Private P < 0.021). From the result
presented in table 4, we accept the alternate hypothesis which states that there is level of variation in interactional justice in
relation to lecturers-students’ relationship between academic staff in public and private universities in South-south Nigeria.
4.2. Results
The result of the test revealed that the mean scores of
interactional justice are also close. It shows that Federal has
3.82 mean score, 3.73 for state and 3.67 for private
universities while the mean scores on the level of lecturerstudent relationship in the federal, state and private
universities are 3.66; 3.82 and 4.13. These showed that the
level of lecturer student relationship is at its best since the
results seem to cut across both public and private
universities as the differences among the mean scores seems
negligible. In the hypothesis the result shows that there is a
level of variation in interactional justice in relation to
lecturers-students’ relationship between academic staff in
public and private universities in South-south Nigeria, (F =
28.943, P < 0.000). Interactional justice is significantly
associated with lecturer students’ relationships (F =0.551, P
< 0.868). Similarly, the variation of academic staff on
interactional justice produced a significant effect on
lecturers’ students’ relationship among the universities in
the South South, Nigeria (F =0.963, P < 0.506).
The examination of partial Eta square shows that the
proportion of variance due to (between) group are 0.089,
0.010, and 0.032 for university management interactional
justice, lecturer-student relationship and interactional
justice perception by lecturers respectively. Thus, the effect
is small and corroborated by R2 (R-Square = 0.117 or
11.7%). The evaluation of pairwise mean differences shows
a significant difference mean score of lecturer students’
relationship in public universities and private universities
(Federal and private P < 0.001, State and Private P < 0.021).
From the result, we accept the alternate hypothesis which
states that there is a level of variation in interactional justice
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in relation to lecturers-students’ relationship between
academic staff in public and private universities in Southsouth Nigeria.
This finding implies that there is a significant variation in
interactional justice in relation to lecturer students’ between
academic staff in public and private universities in South
South, Nigeria. In congruence with the results of this
hypothesis as supported by Hoy and Miskel, (2005); Fox
(2008) found that a positive interactive justice makes the
school a good place to be, a satisfying and meaningful
situation in which lecturers spend a substantial portion of
their time relating and discussing academic issues with their
students.
5. Conclusion and Recommendation
5.1. Conclusion
This study explores academic staff perceptions toward
organizational justice and how it varies between academic
staff in public and private universities in South-South,
Nigeria in terms of commitment, subject knowledge,
communication skills and lecturer-student relationship. In
the course of this study, theories and empirical literature
were reviewed, data were collected and tested. From the
research it is ascertained that organisational justice led to
different variation of academic staff performance between
public and private universities in South-South, Nigeria.
These results build on the work of previous researchers who
demonstrated that organizational justice influences
academic staff performance through different behaviours.
This clearly shows that when perceived organisational
justice exist in the university environment, there is the
generation of strong feeling of obligation towards their
respective institutions and academic staff become more
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committed to their job. Therefore, it can be deduced that
equitable distribution of resources, fair procedures for job
decisions, with appropriate allocation of resources and fair
communication of decisions will result in high academic staff
performance toward higher academic excellence.
5.2. Recommendation
On the basis of the findings and conclusion drawn from the
study, the following recommendation is made.
1. Management of Nigerian universities should come out
with supportive policies as a way of promoting
interactional justice toward maintaining lecturerstudent relationship which can be done through
integrating the philosophy of target education
programme established in 1990 by Aumua and Drake
(2002) and the French Intervention programme
(Chouinard, 2004-2005, CLASSE) which will both give
practical tools to favour respective and harmonious
Lecturer-Student Relationship as well as to enhance
achievement of academic staff performance through
organizational justice.
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